A META‐ANALYSIS OF THE RELATIONS AMONG TRAINING CRITERIA
基于Kirkpatrick模型，将培训反应分为情感型和效用型，学习分为即时学习、保持和行为/技能展示，通过34项研究的元分析发现效用型反应与学习及工作绩效的关系更强，为培训标准的选择提供依据。
An augmented framework for training criteria based on Kirkpatrick's (1959a, 1959b, 1960a, 1960b) model divides training reactions into affective and utility reactions, and learning into post‐training measures of learning, retention, and behavior/skill demonstration. A total of 34 studies yielding 115 correlations were analyzed meta‐analytically. Results included substantial reliabilities across training criteria and reasonable convergence among subdivisions of criteria within a larger level. Utility‐type reaction measures were more strongly related to learning or on‐the‐job performance (transfer) than affective‐type reaction measures. Moreover, utility‐type reaction measures were stronger correlates of transfer than were measures of immediate or retained learning. These latter findings support recent concurrent thinking regarding use of reactions in training (e.g., Warr & Bunce, 1995). Implications for choosing and developing training criteria are discussed.